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Multiculturalism on Campus: Theory, Models, and Practices for Understanding

Article in Journal of College Student Development · March 2012

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Journal of College Student Development, Volume 53, Number 2, March/April

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DOI: 10.1353/csd.2012.0023

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Book Reviews

chapter, provides a summary of the findings want to strive to facilitate it among students.
of the study with the goal of encouraging Overall, the authors effectively commu­
higher education faculty and administrators nicated the importance of facilitating students’
to be more purposeful in enhancing students’ spiritual and religious development. The
spiritual development. They conclude this discussion of the methodology used by the
chapter by sharing examples of some promising authors can assist other researchers who
practices in higher education. are interested in studying similar concepts.
Though, throughout the book the authors Additionally, this book will be helpful to
related their research to key literature, there the many higher education faculty and
were a few areas in which additional literature administrators who are interested in practical
would have buttressed their findings and ideas as to how to assist students in this
discussion. For instance, the spiritual quest significant realm of development.
construct could have been related to the works
of Chickering and Reisser (1993), Fowler References
(1981), and Parks (2000) as they all pertain Bryant, A. N. (2005). Evangelicals on campus: An exploration
to developing purpose and/or finding meaning of culture, faith, and college life. Religion & Education,
in life. Additionally, there is a growing body 32(2), 1-30.
Chickering, A. W., & Reisser, L. (1993). Education and identity
of literature related to students’ involvement (2nd ed.). San Francisco, CA: Jossey-Bass.
in religious organizations (e.g., Bryant, 2005), Fowler, J. W. (1981). Stages of faith: The psychology of human
none of which was referenced when discussing development and the question for meaning. San Francisco,
CA: Harper.
religious engagement. Parks, S. D. (2000). Big questions, worthy dreams: Mentoring
Furthermore, while discussing the measure young adults in their search for meaning, purpose, and faith.
San Francisco, CA: Jossey-Bass.
of religiousness used in their study, the
authors provided some conceptualizations u
and made statements that could be perceived
as exclusionary, offensive, and/or contrary Multiculturalism on Campus: Theory,
to certain faith traditions. For example, the Models, and Practices for
authors stated that “to become more inclusive, Understanding Diversity and
we also have to believe in the basic goodness Creating Inclusion
of each person” (p. 78). This statement is Michael J. Cuyjet, Mary F. Howard-Hamilton,
and Diane L. Cooper (Editors)
theological in nature and does not reflect the
beliefs of all faith traditions. Sterling, VA: Stylus Publishing, 2011,
460 pages, $37.50, (softcover)
Perhaps the most significant critique of the
book relates to the omission of legal guidelines Reviewed by Joy Gaston Gayles,
associated with religion in higher education. North Carolina State University
Though the authors mentioned the fear of The continuous increase of diverse populations
some faculty concerning “the need to maintain within the United States and on college
a separation of church and state” (p. 141), campuses warrants a society that better under­
they failed to provide guidance as to what is stands and communicates effectively with
legally appropriate where religious expression people from different backgrounds. Further,
in secular higher education is concerned. in order to sustain a viable workforce it will
Without such guidance, even those who be imperative for employees to experience
acknowledge the importance of spiritual and working with people unlike themselves and
religious development might be reluctant to appreciate diversity and diverse perspectives.

364 Journal of College Student Development

Thus, developing a high level of multicultural Ameri­can, American Indian, Biracial, White,
competence represents an important outcome inter­n ational, men and women, LGBT
of postsecondary education and is critical not (lesbian, gay, bisexual, and transgender),
only for success in the workplace, but also non­­­traditional, students with disabilities, and
for the good of our society. The editors of religious and spiritual diversity. These chapters
Multiculturalism on Campus open the text by on respective ethnic/multicultural groups
defining multicultural competence as aware­ provide critical information about the college
ness, knowledge, and skills necessary to work experience and the impact of the college
with people different from themselves (Pope, environment on the student experience for
Reynolds, & Mueller, 2004). Multicultural diverse populations. In addition, each chapter
competence is used to frame the discussions in this section includes a brief discussion of
throughout the text and the editors stress the relevant social identity/student development
importance of multicultural competence as a theories with an emphasis on how to use
necessary component of graduate education theory in practice to facilitate growth and
for students in higher education and student development for multicultural groups. Also
affairs. included at the end of each chapter in part
The book is divided into three parts. Part 1 2 of the text are recommendations and best
includes four chapters that focus on increasing practices for campus administrators to consider
awareness about multicultural issues. I applaud as well as a series of case studies and discussion
the authors for including this discussion questions to help individuals reflect on the
up front as it is necessary to talk about key material in each chapter.
constructs such as privilege, power, and The third and final part of the book focuses
oppression before discussing the experiences on increasing multicultural competence for
of various multicultural groups. Even if people students, practitioners, and faculty on college
do not agree with defining “isms” as systematic campuses. Previous research supports that
advantages based on one’s dominant status, it graduate students report having difficulty
is important to at a minimum be aware of this translating knowledge and awareness about
definition as a context for further discussion diverse groups into good practice (Gayles &
on multicultural populations. Defining terms Kelly, 2007; Talbot, 1996). In a single chapter,
such as privilege, power, and oppression can the editors acknowledge that administrators
be difficult dialogues to have, particularly have busy schedules that sometimes make it
with individuals who have never had such difficult to apply theory to practice. Nonethe­
discussions nor defined terms in this way. In less, it is important to regularly remind staff
the introductory chapter, the editors provide a members to reflect on what they are doing
helpful model that describes possible reactions and why, as well as the kind of climate they
to difficult dialogues around multicultural aspire to create on campus. This is a one way
issues. Acknowledging the frustration, anger, to sustain a continuous dialogue that fosters
and other emotional reactions to multicultural multicultural competence and make sure
issues is an important part of the process of that students from diverse backgrounds feel
facilitating multicultural competence. validated and included within the campus
The 12 chapters in the second part of the environment. For faculty members, the
book cover various multicultural populations authors include in the appendices sample
on today’s college campuses including Latinos, syllabi for teaching diversity related courses
Asian American / Pacific Islander, African and suggestions for reading material and

March/April 2012 ◆ vol 53 no 2 365

assignments that stretch students beyond social histories for each of the multicultural
their comfort zones and help them reflect on populations discussed in part 2 of the book. It
their own level of multicultural competence. is critical to understand each cultural group’s
Students, both graduate and undergraduate, early experiences in United States because
have ample opportunities on campus to these experiences have shaped their subsequent
enhance their multicultural competence experiences in this country and provide context
through their classroom, internship, and for current-day experiences. Another unique
assistantship experiences. Given the challenges aspect of the book is the inclusion of White
that individuals experience putting into cultural identity, which is rarely discussed,
practice what they know and understand but nonetheless important. White culture is
about diverse populations, I wish that the last difficult to see because it represents the “norm.”
part of the book would have included more White people often feel that they do not
discussion around some of the fears and other have a cultural identity, when in fact they do.
difficulties associated with skill development. Including a chapter on White cultural identity
The resources provided at the end of the book brings this issue to light in a way that has not
and in the appendices, however, are great been done before.
suggestions for continuing this dialogue. In conclusion, I think this is an excellent
One of the unique features of the text that resourceful book that faculty and administrators
set it apart from others is the use of theory can use to enhance multiculturalism on college
throughout the chapters. A number of the campuses.
foundational student development theories
do not take into consideration perspectives References
from diverse populations. Thus, there is a need Gayles, J. G., & Kelly, B. T. (2007). Experiences with diversity
for research that examines the experiences in the curriculum: Implications for graduate programs and
student affairs practice. NASPA Journal, 44(1), 193-208.
of diverse groups and articulates how well Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004).
the theories reflect the experiences of diverse Multicultural competence in student affairs. San Francisco,
populations. The chapters in part 2 of the CA: Jossey-Bass.
Talbot, D. M. (1996). Master’s students’ perspectives on their
book each have a section that summarizes graduate education regarding issues of diversity. NASPA
research on the respective populations. Also Journal, 33, 163-178.
unique about this text is the discussion of the

366 Journal of College Student Development

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